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Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to examine the perspectives of the Faculty of Education Academicians towards distance education with the help of SWOT analysis. The study was designed with the case study method, one of the qualitative research methods. The research group consists of 30 academicians working in different fields at the Faculty of Education of a state University located in the north of Turkey. A Personal information form and a semi-structured interview form developed by the researchers were used as data collection tools in the study. Descriptive and content analysis techniques were used in data analysis. Within the scope of the validity and reliability studies of the research, direct excerpts and participant confirmation were performed. According to the results of the research, we report that academicians focus on digital literacy, access-preparation of online content suitable for learning goals/courses, communication-interaction, assessment-evaluation, and distance education system during the transition to distance education during the pandemic period. According to the findings, a distance education transformation model was proposed for education faculties and suggestions were presented in this direction. [ABSTRACT FROM AUTHOR]

The aim of this study is the descriptive content analysis of digital literacy studies carried out in the field of education in Türkiye between the years 2006-2021.In this research, the descriptive content analysis method, which is one of the content analysis types, was used. A total of 74 studies were examined within the scope of the study. The studies were coded using the Dedoose program according to specific themes. When the findings are examined, there has been an increase in the number of digital literacy studies after 2018. It has been determined that most of the studies consist of articles however quantitative research designs are preferred in studies. We have found that screening and relational screening methods are preferred in research more than other methods. It is seen that the studies carried out in the field of teacher training are carried out more frequently. The number of studies conducted with pre-service teachers, especially Social Studies and Turkish pre-service teachers, is higher. Sample selections in studies are generally determined by a convenient sampling method. It is seen that a single data collection tool was mainly used in the studies, and the sample size consisted of 201-500 participants. Based on the findings, suggestions were made for further research. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Academic Social Science Studies is the property of Journal of Academic Social Science Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The current study determined the impact of the Argumentation-Flipped Learning (AFL) Model on the scientific process skills and academic achievement of students by performing a quasi-experimental pretestposttest and retention control group design. The data were collected by scientific process skills test and concept test from a total of 112 5th grade students randomly selected from a public school in the 2017-2018 academic year. In the curriculum, Experimental group-I and Experimental group-II students were taught the lesson by argumentationflipped learning model and Flipped Teaching Method (FTM), respectively. The lessons in the control group were taught by the method where the teacher was the narrator. The information and the activities in the curriculum were presented directly. The study was applied in the "Matter and Change" unit. The data of the study were collected by scientific process skills and academic achievement test. SPSS 22.0 package program was used to analyze the data obtained from the study. Shapiro-Wilk Distribution Test and descriptive statistics were used to determine whether the data showed normal distribution. Furthermore, Analysis of Covariance (ANCOVA) was used. According to the study's results, it was determined that the methods applied to the groups did not make a significant difference in the levels of scientific process or in student's academic success. [ABSTRACT FROM AUTHOR]

THE AIM OF THIS STUDY IS TO INVESTIGATE THE EFFECT OF GEMS GREAT EXPLORATION IN MATH AND SCIENCE (GEMS) SCIENCE AND MATHEMATICS PROGRAM ON STUDENTS' BASIC SCIENCE PROCESS SKILLS AND ATTITUDES IN THE 6TH GRADE ELEMENTARY SCHOOL "FORCE AND MOTION" UNIT THE EFFECTS OF THE PROGRAM AND TO GET THEIR OPINIONS. THE SAMPLE OF THE STUDY WAS A GROUP CONSISTING OF 80 6TH GRADE MIDDLE SCHOOL STUDENTS, ONE EXPERIMENTAL (N = 40) AND ONE CONTROL (N = 40) GROUP. IN ORDER TO DETERMINE THE LEVELS OF STUDENTS' BASIC SCIENCE PROCESS SKILLS AND ATTITUDES, BASIC SCIENCE PROCESS SKILLS SCALE FOR "FORCE AND MOTION" (BSPST) SCIENCE COURSE ATTITUDE SCALE (SCAS) WERE APPLIED TO BOTH GROUPS AS A PRE AND POST-TEST. WHEN THE BSPST POST-TEST SCORES OF THE EXPERIMENTAL AND CONTROL GROUP STUDENTS WERE COMPARED ACCORDING TO THE RESULTS OBTAINED FROM THE DATA COLLECTION TOOLS, IT WAS CLEAR THAT THE BASIC SCIENCE PROCESS SKILLS LEVELS OF THE EXPERIMENTAL GROUP STUDENTS IMPROVED MORE. ACCORDING TO SCAS RESULTS; WHEN THE POST-TEST ATTITUDE SCORES OF THE EXPERIMENTAL AND CONTROL GROUPS WERE EXAMINED AFTER THE APPLICATION, THE ATTITUDES OF THE EXPERIMENTAL GROUP STUDENTS TOWARDS THE ACTIVITIES DONE IN THE SCIENCE COURSE WERE MORE POSITIVE IN THE 1-MONTH PERIOD FROM THE PRE-TEST TO THE LAST TEST THANKS TO THE GEMS ACTIVITIES. [ABSTRACT FROM AUTHOR]

Copyright of Review of Science Mathematics & ICT Education is the property of Library & Information Center and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It is thought that the results of teaching some of the subjects in science through outdoor education will be more positive. The purpose of this study is to find out the effects of activities done through outdoor education on students' academic achievement, students' thoughts about the activities and the permanence of information. Mixed research design was used in the study. Academic achievement test was prepared to collect quantitative data while a test consisting of open-ended questions in fully structured interview form was prepared for qualitative data. For the analysis of quantitative data, statistical analysis techniques such as average, frequency, percentage, standard deviation and Wilcoxon signed ranks test were used with the help of SPSS program. In qualitative analysis, the data were coded, common themes were formed with their categories and content analysis method was used. According to the results, it was found that outdoor activities increased students' achievement and did not have a significant relationship with students' recalling information. The results of the qualitative analysis showed that the students liked these activities and the activities were effective in understanding the subject and learning the concepts. In addition, it was found that the activities influenced the friendship between students positively. It was suggested for outdoor activities to be used in science teaching. [ABSTRACT FROM AUTHOR]

In this study, it was aimed to analyze the effect of a sample science school implementation designed on the basis of students' stroll in different teaching environments and using different kinds of student-centered teaching methods on the attitudes of the secondary school students towards science and their motivation for learning science. In the science school designed for this purpose, "Mobile Science School II" program including planetarium, observatory, laboratory, outdoor, hands-on activities, games, art workshops, seminars and creative drama applications were presented to the students. In this context, 46 7th grade students participated in the nature education project carried out in Samsun province of Turkey and supported by The Scientific and Techological Research Council of Turkey (TÜBİTAK) constituted. [ABSTRACT FROM AUTHOR]

The purpose of this study is to research the effects of traditional and web-assisted conceptual change texts for the subject of water chemistry on the success, conceptual errors and permanent learning of students. A total of 37 8th graders in a secondary school of Samsun participated in this study which had a random experimental design with pre-test and post-test groups. With the three-stage conceptual success test developed by the researchers, a pilot scheme was conducted with 103 participants (9th graders). As a result of this scheme, the test's validity and reliability was completed and traditional conceptual change texts based on the determinated conceptual errors were prepared. In addition, this test was applied to students as pre-test at the beginning of the study. Classical conceptual change texts that were prepared were taught with traditional methods in control group's lessons. On the other hand, traditional conceptual change texts were prepared web-assisted and the experimental group was taught by using web-assisted conceptual change texts. At the end of the study, three-stage conceptual success test was conducted on the sample again as post-test. The data collected was analyzed by using SPSS and Microsoft Office Excel 2007 package program. As a result of the study, it was found that conceptual change texts caused a decrease in the conceptual errors of students on the subject of water chemistry. This improvement was 65% for the experimental group and 14% for the control group. In addition, even after three months, this rate was 61% for the experimental group and 3,8 % for the control group. Web-assisted conceptual change texts were found to be more effective in the permanence of what is learned. [ABSTRACT FROM AUTHOR]